探索在职前教师安排的社会文化框架:经验和情况的作用(研究在职教师趋势的社会文化方法:经验和情况的作用)

IF 1.1 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Culture and Education Pub Date : 2023-03-27 DOI:10.1080/11356405.2023.2177006
Hongzhi Yang, Lina Markauskaite
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引用次数: 0

摘要

教师性格是教师教育的重要组成部分。虽然研究认识到环境和经验在塑造职前教师性格方面的重要性,但它们与性格之间的关系需要概念化和阐明。本文借鉴维果茨基的人格特质概念,构建了一个分析教师性格在社会情境下发展的综合框架。它通过展示职前教师的性格如何在不同的实践教学经验背景下发生变化来说明这个框架的价值。数据包括11位职前教师在两次实习期间的个人访谈、反思日志和教学资源。本文以两名职前教师的详细案例,说明职前教师性格的主要元素——敏感性、能动性和倾向性是如何被他们的个性所调节的,并与彼此以及特定的社会情境相互作用。
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A sociocultural framework for exploring pre-service teacher dispositions: the role of experience and situation (Un enfoque sociocultural para el estudio de las tendencias de los profesores en prácticas: el papel de la experiencia y la situación)
ABSTRACT Teacher dispositions are important to teacher education. Although research recognizes the importance of context and experience in shaping pre-service teachers’ dispositions, the relationship between them and dispositions needs to be conceptualized and elucidated. This paper draws on Vygotsky’s concept of perezhivanie to develop an integrative framework for analysing the development of teachers’ dispositions within social situations. It illustrates the value of this framework by showing how pre-service teachers’ dispositions have been changing in relation to different contexts of practical teaching experience. Data included individual interviews, reflection journals and teaching resources from 11 pre-service teachers during two practicums. The detailed cases of two pre-service teachers are used to illustrate how the main elements of their dispositions — sensitivity, agency and inclination — are mediated by their perezhivanie and interact with each other and specific social situations.
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来源期刊
Culture and Education
Culture and Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.00
自引率
9.10%
发文量
41
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